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ROUND TABLE REVIEW: EXPLORING SOLUTIONS FOR INCLUSIVE & SENSORY DESIGN IN EDUCATION
this solutions-focused round table came at a crucial time. Such collaboration between informed designers, researchers, education and construction is vital to ensure that the right solutions are proposed.
Our meeting was informed not only by the years of professional knowledge and expertise of those present, but also the lived experience of several delegates who have family members with SEND. The group expressed an urge to have an ongoing network for discussion, potentially even including policy makers. The debate looked at several of the key issues impacting specifi ers and the supply chain. It focused on how to bring elements such as colour and fl ooring up the agenda, the possibility of better ‘codesign’ approaches including teachers and students, and how the industry could put a collaborative voice forward to drive more Government-level focus on design’s ability to help integration.
The SEND & mainstream context Since 2014, all education facilities have been required to ‘make reasonable adjustments’ to accommodate SEND students and pupils. This mix of facilities and abilities can contribute to improved outcomes for all students, with careful design a key part of the puzzle. There are obvious challenges to achieving success in a single set of spaces, but with a persistent attainment gap between SEND and mainstream pupils since Covid, there is a lot of work to do, in new build but also retrofi t contexts.
The view was shared that design lessons by architects learned in SEND schools needed to be spread into mainstream projects, however this is can be a challenge. Claire Barton, who with Haverstock designed the pioneering Stephen Hawking School in Tower Hamlets in 1996, said “the big conundrum for us at the moment is how we can share the lessons we’ve learned in SEND special schools and bring them into the mainstream – we’ve always tried to do that.” She added: “We’re at the point where the Government are only just realising it’s necessary, so it’s a bit of a
ROUND TABLE ATTENDEES • James Parker, Chair, Managing Editor, Architects Datafi le
• Kathryn Gundry, Design Team Leader, Motionspot • Claire Barton, Partner, Haverstock Architects • Dr Matteo Zallio, Assistant Professor, University of Cambridge
• Tamsin Thomas, Senior Associate, Design Engine Architects
• Zane Putne, Special School Sector Director, Noviun Architects
• Jean Hewitt, Inclusive Environments Technical Lead, Buro Happold
• Terry White, Planning Learning Spaces, Principal Education Advisor, Founder of Edunovaspace
• Carly Parramore, Associate Architect, AtkinsRéalis
SPONSORS’ ATTENDEES • Dawn Scott, Senior Colour Designer, Dulux • Laura Light, Concept Design Team Leader, Interface
Dawn Scott from sponsor Dulux Trade offered her own experiences of how design impacts SEND pupils
fi ght. You can’t just talk about ‘universal and inclusive mainstream schools, you have to have some action. Don’t just force us to do it and not give us any money or tools to do it with.” The Department for Education’s (DfE) current approach to project timelines was a key topic of discussion, particularly the six- week period allocated for stakeholder consultation. Tamsin Thomas of Design Engine Architects noted that this highlighted “a lack of understanding about the realities of the construction industry.” Claire Barton added that the timelines set within the DfE’s competitive school design process are “extremely restricted and do not allow adequate time for meaningful dialogue with clients and end users.” She explained that the current process separates feasibility and delivery, meaning one team undertakes the feasibility study, while a different team — responsible for actually designing and constructing the new school — has just six weeks to carry out most of the key design work. “This approach,” she said, “puts signifi cant pressure on schools and on the wellbeing of both the design and construction teams, and ultimately does not serve the best interests of the children and young people who will use these buildings.” Zane Putne agreed, adding that “investing more time in the concept and design development stages to build a genuine understanding of the curriculum, pupil needs and school community leads to a more effi cient and collaborative design process overall.”” Terry White of Planning Learning Spaces said the Department had to look at reviewing its current space standards, in order for its ambitions for including many more SEND pupils successfully in mainstream settings to be achieved. There were other factors at play for including SEND pupils in mainstream classrooms, particularly for supporting pupils with a range of different needs. Kathryn Gundry of Motionspot said that “while best practice for
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ADF SEPTEMBER 2025
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